Influence of Traditional Chinese Culture on the implementation of Communicative Language Teaching in a Higher Vocational College in China

【Abstract】Since the 1980s，Chinese government promotes actively Communicative Language Teaching（CLT）.But due to influence of traditional Chinese culture，teachers and learners have some difficulties in implementing the approach，especially private higher vocational college.The paper is to explore in what aspects of traditional Chinese culture influence the implementation of CLT.

【Keywords】traditional Chinese culture； Confucian culture； Communicative Language Teaching； influence； private higher vocational college

1.Introduction

Since the reform and opening up，Chinese government attaches great importance to English language teaching（ELT）so that New teaching approach from western countries，CLT has been actively introduced.

However，due to the influence of traditional Chinese culture， teachers and learners meet lots of new difficulties，including classroom activities designed by teachers and passivity of learners，when trying to implement CLT，especially private higher vocational college in China.

This paper explores in what aspects of traditional Chinese culture affect the implementation of CLT.

2.Definition of Communicative Language Teaching

As is clear CLT is interpreted in diverse ways by different people.So far，there is not an authoritative definition of CLT.However，researcher seem to agree that the main features of CLT include the following three aspects.

First，the core content of CLT is about cultivating ability of language use.Second，The purpose of CLT is to improve communicative competence.Third，CLT emphasizes autonomic learning of learners.

In addition，CLT is an approach rather than method.Compared with Audio Lingual，CLT has not a set of procedures to be followed regardless of context.（ Huang，2007）

3.Definition of traditional Chinese culture

Traditional Chinese culture is considered as broad and profound national culture with Chinese characteristics，which consist of five aspects including religious ideas，moral system，achievement of literature and art，language form and cultural books.Gu （2006： 169-190）thinks traditional education should be part of traditional Chinese culture，and it has been shaped by traditional Chinese culture.The Confucian culture is regarded as the center of traditional Chinese culture.Educational values such as what teachers need to teach and how teacher teach come from Confucianism.The traditional education of China has carried forward Confucian culture.

4.Influence of traditional Chinese culture on educational beliefs

In the following paragraphs，the paper will explain effect of traditional Chinese culture on educational beliefs in terms of four aspects including attitudes to knowledge，learning ideas，role of teacher and learners and teaching assessment.

4.1 Influence of traditional Chinese culture on attitudes to knowledge

Traditional Chinese culture has influence on teachers and learners attitudes to knowledge.Ballard and Clanchy （ 1991： 13）proposes there are two different types of attitudes to knowledge in all cultures and societies，including “attitudes to knowledge which emphasize the conservation of knowledge and attitudes which emphasize its extension”.

In the private higher vocational college，teachers and learners attitudes to knowledge affected by traditional Chinese culture.Because the Confucius is considered as representative of Confucianism，Confucianism has become the rule of feudalism thoughts since Han Dynasty.Writings and words of Confucius are the basis for traditional Chinese culture.In the Analects of Confucius，“shu er bu zuo，xing er hao gu” means Confucius emphasizes respecting and inheriting ancestor's theory rather than creating new theory，and Confucius believes ancestor and likes ancient cultural books.（Wang，2008）Although Confucius reinterpret the ancient cultural books，he think reviewing and understanding old knowledge is the basis of developing new knowledge.It show Confucius emphasizes the conservation of knowledge，which have a great influence on teachers and learners attitudes to knowledge in private higher vocational college.These teachers pay more attention to transmission of knowledge，but they omit cultivating capacity for innovation.Compared with developing new knowledge，learners also pay more attention to accumulation of knowledge.For ELT，teachers and learners emphasizes importance of English language basic knowledge such as vocabulary and grammar rather than ability of language use.

By contrast，CLT emphasizes language use as creative.Chomsky （1957）points out that standard structural theories of language” do not explain the“creativity”and“uniquenes” of individual sentences.Chomsky's idea let British linguists pay more attention to“the functional and communicative potential of language”.Finocchiaro and Brumfit （1983）find out differences between the Audiolingual Method and the Communicative Approach.They think“Language is created by the individual，often through trial and error”.All of these，suggest that Communicative Language Teaching sees not only conservation and accumulation of language basic knowledge but also language use as creative.Hence，if teachers and learners need to use CLT，their priority should be extending knowledge.

4.2 Influence of traditional Chinese culture on learning ideas

Traditional Chinese culture affects not only attitudes to knowledge，but also learning ideas.

Due to influence of traditional Chinese culture，teachers and learners in the higher vocational college in China think learning process include two steps： the first step is about learning knowledge，the second step is about strengthening and using knowledge learners have learnt through practice.In the Chinese language culture，learning （xue xi）is considered as compound word.Confucius is the first person who put learning （xue）and practice （xi）together.For example，in the Analects of Confucius，“xue er shi xi zhi，bu yi yue hu”means learners often study （xue）and practice（xi）all what they have learned，is it not pleasant？ （Wang，2008）The sentence show Confucius think there are two steps in the learning process.The first step is about learning （xue）skill and knowledge through listening，observing，imitation and reciting.The second step is about practice （ xi），it means learners should apply knowledge they have learnt in practice.

Krashen's language acquisition theory is compatible with the Communicative Approach.Krashen think acquisition is different from learning.Acquisition means learners improve target language unconsciously and spontaneously through using in real environment，which ‘fits the principles of CLT.Learning means learners know grammatical knowledge consciously under the teacher's guidance，which can not lead to acquisition.（Richards & Rodgers，2001）

According to the idea，acquiring new knowledge not only depends on teachers guidance or reciting，but it is also important that learners use original knowledge to acquire new knowledge unconsciously and spontaneously in the activities.In other words，learners should learn through using.Different learning ideas between China and western countries，which leads teachers to have difficulty in designing classroom activities，also results in passivity of learners，when trying to implement CLT.

4.3 Influence of traditional Chinese culture on role of teacher and learners

In ancient Chinese ethic order，“heaven，earth，sovereign，parent and teacher” are entitled and honored as five supremes in society.The idea originates from Formal Language（Guo Yu）.Since Ming Dynasty，the worship of “heaven，earth，sovereign，parent and teacher” has been very popular “in a wide spread among civilians”，and this idea is also considered as “a sacred target” in the ritual.In Qing Dynasty，the idea has been set as ethic order.The role of teacher in society has been emphasized.（Xu，2006）

Teacher plays an important role not only in society but also in the classroom.For example，in the Book of Rites （Li Ji），“fan xue zhi dao，yan shi wei nan.shi yan ran hou dao zun，dao zun ran hou min zhi jung xue.” means when learners study knowledge，it is hard for learners to respect teacher.Teacher can be respected so that knowledge also can be respected.

Learners accept passively knowledge in the classroom.For example，in the Book of Rites，“ yu bu zhuo，bu cheng qi，ren bu xue，bu zhi dao.” means “ if jade is not polished，it cannot become a thing of use.If a man does not learn，he can not know his duty towards his neighbor.” It show that learners are considered as jade，because jade should be polished，learners also should be taught by teacher.The above quotations explain teaching and learning.Teaching is considered as demonstration.Learning is regarded as imitation.Learning is passive.

CLT emphasizes learners-centred classroom.According to this approach，learners pay more attention to autonomy in the learning process.Larsen-Freeman and Diance （2000）think learners should become managers who can monitor their own learning.They should be responsible for their own learning.In the classroom，learners need to take part in actively negotiating meaning.Teacher should be considered as counselor.Teacher first need to offer lots of communicating chances to learners，and then，teacher also should be responsible for answering learners questions and manages learners who participate in activities.

The above shows the role of teacher and learners of CLT are different from this role in traditional Chinese culture.Hence，when trying to implement CLT，teachers are hard to design classroom activities that stimulate learners to communicate with others in English.

4.4 Influence of traditional Chinese culture on teaching assessment

Traditional Chinese culture also affects the standard of teaching assessment.In the traditional Chinese culture，mark is considered as the only standard of teaching assessment.Theories show that learning is closely related to achievement of power，fame and wealth.For example，in the Analects，“ xue er you ze shi” means in the learning process，learners make great progress so that they can become a government official.（Wang，2008）Becoming a government official is considered as an easy way of achievement of power，fame and wealth in the traditional Chinese culture.The imperial examination can offer opportunities of becoming a government official for educated people in ancient China，which have a deep influence on contemporary Chinese examination system.

In contemporary China，the National College Entrance Examination（gao kao）is not related to becoming a government official，but people still think gao kao is an easy way of achievement of power，fame and wealth.Hence，learning purpose for learners is to prepare for the examination.To prepare for the examination，teachers and learners pay more attention to exams tactics so that learners interest can be ignored.College English examination such as CET-4 also emphasizes English basic knowledge rather than ability of language use.（Qu，2011）

CLT from western context which is compatible with humanism emphasize autonomic learning and the extension of knowledge.Jia and Han（2004：27-30）points out formative assessment should be widely used in the CLT classroom.In this classroom，it is more important that teachers assess learners on their ability learners use target language to analyze and solve the problems.Teaching assessment influenced by traditional Chinese culture is different from teaching assessment influenced by CLT.It follows that two different teaching assessment also hinder implementation of CLT.

5.Conclusion

In conclusion，Compared with western countries，as influence of traditional Chinese culture，teachers and learners attitudes to knowledge，learning ideas，role of teacher and learners and teaching assessment are different，which have hindered the implementation of CLT.Teachers can have a deep influence on learners，so changing teachers beliefs through teaching teachers is considered as key of removing barriers.

References：

[1]Huang，W.J.2007.Lun Zhongguo Yuyan Jiaoxue Huanjing Xia De Jiaoji Jiaoxuefa[Communicative Language Teaching under the Chinese context of foreign language teaching].Education and Vocation，2，126-128.

[2]Wang，W.Z.2008.Quotationa from Confucius.Shanghai： Shanghai Foreign Language Education Press.

作者簡(jiǎn)介：季彥君，助教，碩士，研究方向：英語教學(xué)法及第二語言習(xí)得。